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Grade: 8 Unit: 3 Week: 7 Content: ELA Dates: 1/22-1/25

Theme:Looking Back on America
Theme Essential Question: How does learning history through literature differ from learning through informational text?

Essential Questions:

Standards (Focus)

8.W.7 Research to Build and Present Knowledge: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
8.SL.5 Presentation of Knowledge and Ideas: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
8.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

(Ongoing)

8.R.I.7 Integration of Knowledge and Ideas: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8.W.2.a Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
8.W.5 Production and Distribution of Writing: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)
8.W.6 Production and Distribution of Writing: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others
8.SL.4 Presentation of Knowledge and Ideas: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
8.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 53 for specific expectations.)
8.L.1.a Conventions of Standard English: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
8.L.1.b Conventions of Standard English: Form and use verbs in the active and passive voice.
8.L.1.c Conventions of Standard English: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
8.L.2.a Conventions of Standard English: Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
8.L.2.b Conventions of Standard English: Use an ellipsis to indicate an omission.
8.L.2.c Conventions of Standard English: Spell correctly.
8.L.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
8.L.4.b Vocabulary Acquisition and Use: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
8.L.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
8.L.4.d Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Objectives

Conduct an in-depth research project on a historical event of choice, followed by a multimedia report that included insights from historical fiction
Recite poetry with classmates

Assessment
Product

Students will present their countries, national anthems, and flags in a creative presentation based on a rubric.
Students will choose a major event in American history, find a cultural/historical poem about that event, analyze the poem, and recite the poem to the class.
Students will choose a major event in American history, find a piece of literature (fiction or non-fiction) about that event, analyze the literature, and present key points about the literature to the class.
Students will pair up, analyze a piece of literature, poem, and informational text about a major historical event, and present similarities and differences to the class.
Analyze a story like a detective. Use a 2-3 column form – Clues on 1 side, theme, character, point of view and/or etc.on the other side and technique used if a 3rd column. Think-Pair-Share

Key Questions (match Standard)

How can research and visuals clarify perspective?
How do you differentiate between main ideas and supporting details?
How do you determine fact from farce as it relates to research?

Observable Student Behaviors (Performance)

Vocabulary

ELA

Suggested Activities [see Legend to highlight MCO and HYS]

Students present national anthems they wrote
Students select cultural/historical poems, analyze them to determine purpose and how it relates to the theme, and then recite them to the class.
Analyze a story like a detective. Use a 2-3 column form – Clues on 1 side, theme, character, point of view and/or etc.on the other side and technique used if a 3rd column. Think-Pair-Share

Homework

Terminology for Teachers

Lesson Plan in Word Format (Click Cancel if asked to Log In)

Resources
Professional Texts

Literary Texts

Informational Texts

Art, Music, and Media

Manipulatives

Games

Videos

Sight Words

SMART Board Lessons, Promethean Lessons

Other Activities, etc.

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